Representations of science within children's trade books

Journal of Research in Science Teaching

Volumn 43, Issue 2, 2006, Pages 214-235

  Ford, Danielle J ^a  

^a UNIVERSITY OF DELAWARE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EMPIRICAL DATA COLLECTION; INFORMATIONAL TEXTS; SCIENTIFIC KNOWLEDGE; TRADE BOOKS;

DATA ACQUISITION; EDUCATION; INFORMATION THEORY; KNOWLEDGE ACQUISITION; NATURAL SCIENCES;

TEXTBOOKS;

EID: 33644599761     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20095     Document Type: Article

References (70)

1. American Association for the Advancement of Science (1994). Benchmarks for science literacy. New York: Oxford University Press.
2. Abd-el-Khalick, F. (2002). Images of nature of science in middle grade science trade books. New Advocate, 15, 121-127.
3. Abd-el-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-436.
4. Abimbola, I.O. & Baba, S. (1996). Misconceptions and alternative conceptions in science textbooks: The role of teachers as filters. American Biology Teacher, 58, 14-19.
5. Alters, B.J. (1997). Whose nature of science? Journal of Research in Science Teaching, 34, 39-55.
6. Anderson, T.H., Beck, D.P., & West, C.K. (1994). A text analysis of two pre-secondary science activities. Journal of Curriculum Studies, 26, 163-186.
7. Barton, A.C. (1998). Teaching science with homeless children: Pedagogy, representation and identity. Journal of Research in Science Teaching, 35, 379-394.
8. Bazler, J.A. & Simonis, D.A. (1991). Are high school chemistry textbooks gender fair? Journal of Research in Science Teaching, 28, 353-362.
9. Blough, G.O. (1973). Using science books with children. Science and Children, 10, 21-22.
10. Brickhouse, N.W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38, 282-295.
11. Chall, J.S. & Squire, J.R. (1994). The publishing industry and textbooks. In R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research, (vol. II, pp. 120-146). New York: Longman.
12. Chinn, C.A. & Malhotra, B.A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218.
13. Dagher, Z.R. & Ford, D.J. (in press). How are scientists portrayed in children's science biographies? Science & Education.
14. Daisey, P. (1994). The value of trade books in secondary science and mathematics: A rationale. School Science and Mathematics, 94, 130-137.
15. de Posada, J.M. (1999). The presentation of metallic bonding in high school science textbooks during three decades: Science educational reforms and substantive changes of tendencies. Science Education, 83, 423-447.
16. Driver, R. (1983). The pupil as scientist? Bristol, PA: Open University Press.
17. Duke, N.K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202-224.
18. Duschl, R. (1994). Research on the history and philosophy of science. In D. Gabel (Ed.), Handbook of research in science teaching (pp. 443-465). New York: Macmillan.
19. Ebbers, M. (2002). Science text sets: Using various genres to promote literacy and inquiry. Language Arts, 80, 40-50.
20. Fisher, B. (1980). Using literature to teach science. Journal of Research in Science Teaching, 17, 173-177.
21. Ford, D. (2002). More than just facts: Reviewing science trade books. Horn Book Magazine, 73, 265-271.
22. Ford, D.J. (2004). Highly recommended trade books: Can they be used in inquiry science? In E.W. Saul (Ed.), Border crossings: Essays on literacy and science (pp. 277-290). Newark, DE: International Reading Association.
23. Gaskins, I.W., Guthrie, J.T., Satlow, E., Ostertag, J., Six, L., Byrne, J., & Connor, B. (1994). Integrating instruction of science, reading and writing: Goals, teacher development, and assessment. Journal of Research in Science Teaching, 31, 1039-1056.
24. Giblin, J.C. (2000). More than just the facts: A hundred years of children's nonfiction. Horn Book Magazine, 76, 413-424.
25. Guzzetti, B.J., Snyder, T.E., & Glass, G.V. (1992). Promoting conceptual change in science: Can texts be used effectively? Journal of Reading, 35, 642-649.
26. Hade, D. (2002). Storyselling: Are publishers changing the way children read? The Horn Book Magazine, 78, 509-517.
27. Hand, B., Alvermann, D., Gee, J., Guzzetti, B., Norris, S., Phillips, L., Prain, V., & Yore, L. (2003). Message from the "Island Group": What is literacy in science literacy? Journal of Research in Science Teaching, 40, 607-615.
28. Harding, P. & Hare, W. (2000). Portraying science accurately in classrooms: Emphasizing open-mindedness rather than relativism. Journal of Research in Science Teaching, 37, 225-236.
29. Helms, J.V. & Carlone, H.B. (1999). Science education and the commonplaces of science. Science Education, 83, 233-245.
30. Hepler, S. (1998). Nonfiction books for children: New directions, new challenges. In R.A. Bamford & J.V. Kristo (Eds.), Making facts come alive: Choosing quality nonfiction literature K-8 (pp. 3-17). Norwood, MA: Christopher-Gordon.
31. Holliday, W.G. (2004). Choosing science textbooks: Connecting research to common sense. In E.W. Saul (Ed.), Border crossings: Essays on literacy and science (pp. 383-394). Newark, DE: International Reading Association.
32. Holliday, W.G., Yore, L.D., & Alvermann, D.E. (1994). The reading-science-learning-writing connection: Breakthroughs, barriers, and promises. Journal of Research in Science Teaching, 31, 877-893.
33. Irwin, A.R. (2000). Historical case studies: Teaching the nature of science in context. Science Education, 84, 5-26.
34. Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689.
35. Lederman, N. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359.
36. Lemke, J. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38, 296-316.
37. Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
38. Lloyd, C.V. & Mitchell, J.N. (1989). Coping with too many concepts in science texts. Journal of Reading, 542-545.
39. Lottero-Perdue, P., Krise, S., Brickhouse, N., & Ford, D. (2004, April). Critical talk about science texts in a summer science book club. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
40. Madrazo, J.G.M. (1997). Using trade books to teach and learn science. Science and Children, 34, 20-21.
41. Magnusson, S.J. & Palincsar, A. (2004). Learning from text designed to model scientific thinking in inquiry-based instruction. In E.W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 316-339). Newark, DE: International Reading Association.
42. Milne, C. (1998). Philosophically correct science stories? Examining the implications of heroic science stories for school science. Journal of Research in Science Teaching, 35, 175-187.
43. Morrow, L.M., Pressley, M., Smith, J.K., & Smith, M. (1997). The effect of a literature-based program integrated into literacy and science instruction with children from diverse backgrounds. Reading Research Quarterly, 32, 54-76.
44. Murphy, D., Hoppock, T.H., & Rusk, M.K. (1998). Generic copy test of food health claims in advertising. Washington, DC: Federal Trade Commission.
45. Newport, J.F. (1990). Elementary science texts: What's wrong with them? The Educational Digest, 56, 68-69.
46. Norris, S. (1985). The philosophical basis of observation in science and science education. Journal of Research in Science Teaching, 22, 817-833.
47. Norris, S. & Phillips, L. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240.
48. Norris, S.P. & Phillips, L.M. (1994). Interpreting pragmatic meaning when reading popular reports of science. Journal of Research in Science Teaching, 31, 947-967.
49. National Research Council (NRC) (1996). National science education standards. Washington, DC: National Academy Press.
50. O'Neill, D.K. (2001). Knowing when you've brought them in: Scientific genre knowledge and communities of practice. Journal of the Learning Sciences, 10, 223-264.
51. O'Neill, D.K. & Polman, J.L. (2004). Why educate "little scientists?" Examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41, 234-266.
52. Palincsar, A.S. & Magnusson, S.J. (2001). The interplay of first-hand and second-hand investigations to model and support the development of scientific knowledge and reasoning. In D. Klahr & S. Carver (Eds.), Cognition and instruction: Twenty-five years of progress. Mahwah, NJ: Lawrence Erlbaum.
53. Pappas, C., Varelas, M., Barry, A., & Rife, A. (2004). Promoting dialogic inquiry in information book read-alouds: Young urban children's ways of making sense in science. In E.W. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 161-189). Newark, DE: International Reading Association.
54. Patent, D.H. (1998). Science books for children: An endangered species? The Horn Book Magazine, 74, 309-314.
55. Rice, D.C. (2002). Using trade books in teaching elementary science: Facts and fallacies. The Reading Teacher, 55:552-566.
56. Roseman, J., Kesidou, S., & Stern, L. (1997). Identifying curriculum materials for science literacy. A Project 2061 evaluation tool. Washington, DC: National Research Council.
57. Roth, W.-M., Bowen, G.M., & McGinn, M.K. (1999). Differences in graph-related practices between high school biology textbooks and scientific ecology journals. Journal of Research in Science Teaching, 36, 977-1019.
58. Rudolph, J.L. (2000). Reconsidering the 'nature of science' as a curriculum component. Journal of Curriculum Studies, 32, 403-419.
59. Saul, E.W. & Jagusch, S.A. (Eds.) (1991). Vital connections: Children, science and books. Portsmouth, NH: Heinemann.
60. Schwab, J.J. (1978). Science, curriculum and liberal education. Chicago: University of Chicago Press.
61. Shanahan, C. (2004a). Better textbooks, better readers and writers. In E.W. Saul (Ed.), Border crossings: Essays on literacy and science (pp. 370-382). Newark, DE: International Reading Association.
62. Shanahan, C. (2004b). Teaching science through literacy. In T.L. Jetton & J.A. Dole (Eds.), Adolescent literacy research and practice (pp. 75-93). New York: Guilford Press.
63. Shiland, T. (1997). Quantum mechanics and conceptual change in high school chemistry textbooks. Journal of Research in Science Teaching, 34, 535-545.
64. Smith, M.U. & Scharmann, L.C. (1999). Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science Education, 83, 493-509.
65. Titscher, S., Meyer, M., Wodak, R., & Vetter, E. (2000). Methods of text and analytical discourse. Thousand Oaks, CA: Sage.
66. Traweek, S. (1988). Beamtimes and lifetimes: The world of high energy physicists. Cambridge, MA: Harvard University Press.
67. Wong, D. & Pugh, K. (2001). Learning science: A Deweyan perspective. Journal of Research in Science Teaching, 38, 317-336.
68. Yager, R.E. (2004). Science is not written, but it can be written about. In E.W. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 95-107). Newark, DE: IRA/ NSTA Press.
69. Yore, L. (2004). What do future scientists need to study the language arts? In W. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 71-94). Newark, DE: IRA/ NSTA Press.
70. Yore, L., Hand, B.M., & Prain, V. (2002). Scientists as writers. Science Education, 86, 672-692.